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Continuous Professional Development in
Science Education: A Reconceptualisation
Nicola Broderick
Science Education
Institute of Education, Dublin City University.
Ireland
Context of Primary Science Education in
Ireland
Concerns regarding the teaching and learning
of primary science.
Teachers’ lack of
content
knowledge
Insufficient levels of
pedagogical
knowledge
Low levels of
confidence
Difficulties with
constructivist
approach
Overreliance on
traditional, didactic
approaches
Infrequent engagement
with Inquiry Based
Science Education
Declining pupil interest and attitudes towards science
Hazelkorn, 2015; Martin, Mullis, Foy, & Hooper, 2016; Murphy, Murphy, & Kilfeather, 2011; PISA, 2015; Varely, Murphy, & Veale, 2008.
Context of Science Education in Ireland
Concerns regarding the teaching and learning
of primary science.
Hazelkorn, 2015; Martin, Mullis, Foy, & Hooper, 2016; Murphy, Murphy, & Kilfeather, 2011; PISA, 2015; Varely, Murphy, & Veale, 2008.
Definition of Professional Development
Teacher Professional Development is a personal,
professional and social process through which “teachers
review, renew and extend” their teaching, and develop and
acquire new knowledge and skills (Day, 1999, p. 4).
Narrative Reflection on a Critical Incident
Lack of motivation
Non-engagement
Uninterested
Demoralised
Deflated
Negativism
Written narratives enable us to construct and reconstruct experiences to make
more sense of them (Day & Leitch, 2001; Usher 2017).
“It is only possible to suggest what an event means if we know what the event
was (i.e. if we have described it)”.(Tripp, 2012, p.25).
Teacher Motivation
Personal Factors
Callan, 1997; Malone & Smith, 2010; O’ Brien & Furlong, 2016; Surgrue, Morgan, Devine, & Rafferty, 2001; Earley & Bubb
2004; Fraser et al. 2007; McMillan, Walsh, Gray, Hanna, Carville, & McCracken, 2012; McMillan et al., 2016; Rose &
Reynolds, 2006; TCI 2011.
Promoting Motivation
• Personal choice
• Interested in an area
• Encounter classroom
challenges
Inhibiting Motivation
• Teacher identity
• Teacher career stage
• Time needed for PD
• Previous experience of PD
• Perception of PD as an ‘add –
on’
Teacher Motivation
• Positive school culture
• Collaborative approach to Professional Development (PD)
• Supportive school management
Common commitment to examining and improving practice
School Factors
Guskey, 2000; Hawley & Valli, 1999; McMillan et al., 2012; McMillan et al., 2016; OECD, 2010
Teacher Motivation
• Compulsory PD
• Priority PD
• PD Framework
System Factors
O’ Sullivan et al., 2011; Ryan & Deci, 2000; Shieb & Karabenick, 2011
accreditation
accountability
Conceptualising Motivation in PD
Banks & Smyth, 2013; Sandholtz & Ringstaff, 2016
Characteristics of Effective PD
Strong research
base
Collaborative and collegial
Content & pedagogical knowledge
Ongoing and sustained
Reflective practice
On-site PD
Active learning
Garet et al., 2001; Guskey, 2002; Smith, 2014; Murphy et al., 2015
Teacher Learning Process
Shulman’s Pedagogical Content
Knowledge (1986)
Compare current practice with new
experience (Piaget, 1972)
Deep change to classroom practice
(Gash & McCloughlin, 2010).
Transformation to classroom
practice (Kennedy & Shiel, 2010)
Support teachers as they implement
new approaches in different contexts
(Kennedy, 2014)
Time
Collaborative,
collegial
relationships
School culture
Conceptualising Teacher Learning in PD
Teachers experience, knowledge,
beliefs
Change
Process
Sustaining Change
Improve
Pupil
Learning
Outcomes
Implementation
Dip
(Fullan, 2001)
Enactment
(Kennedy,
2008)
Sustaining
motivation
(Smith, 2015)
Sustaining Change: Professional
Learning Community (PLC)
Stoll et al. (p.6, 2006) define a ‘professional learning community’ as a
school in which “an inclusive group of people are motivated by a shared
learning vision, support and work with each other, find ways inside and
outside their immediate community to enquire into their own practice,
and together learn new and better approaches that will enhance all
pupils’ learning”
Enhance pedagogical knowledge
Content knowledge
Motivation & enthusiasm
Enhance quality of teaching
Slick 2002; Stoll et al. 2006; Supovitz 2002
Sustaining Change
Teachers School
Teacher
Educator Principal
Trust &
mutuality
Sustained
support
Equality
Common
Goals
University-
school
partnership
Feedback
Donaldson, 2010; DuFour & Eaker, 1998; McLaughlin, 1993; O’Sullivan et al., 2011; Short & Greer, 2002; Staratt, 2004
Sustaining Change
Teachers School
Teacher
Educator Principal
Framework to support
collaborative
relationship
Time Online
Forum
Evaluation
Ducan-Howell, 2010; Harford, 2009, 2001; OECD, 2009; Smith, 2014
Conceptualising Change Model in PD
PD in Science Education:
A Reconceptualisation
Reference list
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